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Stepping Up: Applying Situational Leadership Concepts to Public Library Work With Teens

机译：加强：将情景领导概念应用于青少年的公共图书馆工作

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摘要

Working with teens is fun, nerve-wracking, and never dull. After building and growing a thriving teen council at our library for nearly ten years, I’ve spent some time thinking about what I want teens to get out of their experience at the library. One of the big things that they need and want is to develop leadership skills. Every application for college or scholarships seems to ask how they are demonstrating leadership, so I decided several years ago that I would build in opportunities for them to develop these skills on the council. This has taken the form of them leading meetings, splitting up into smaller groups lead by a teen leader, and taking on other, more advanced responsibilities. After learning a bit more about the Situational Leadership model at the Leadership Institute of the Oregon Library Association (LIOLA) conference, I am able to see the times when council members have demonstrated or responded to leadership behaviors described in the model. This article will look at some of these instances and discuss how teaching teens about this model might strengthen their own leadership abilities.
机译：与青少年一起工作很有趣，很紧张，而且永远不会枯燥。在我们图书馆建立和发展了蓬勃发展的青少年理事会后，我花了一些时间思考我希望青少年从他们在图书馆的经历中获得什么。他们需要和想要的一大事情是发展领导能力。大学或奖学金的每一项申请似乎都在询问他们如何展现领导才能，因此几年前我决定为他们在理事会上发展这些技能提供更多机会。采取的形式是领导会议，由青少年领导者分成几个小组，并承担其他更高级的职责。在俄勒冈图书馆协会（LIOLA）领导力学会会议上了解了有关情境领导力模型的更多信息后，我可以看到理事会成员展示或响应模型中描述的领导行为的时代。本文将研究其中的一些实例，并讨论如何向青少年传授这种模式如何增强他们的领导能力。

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